The COVID-19 pandemic introduced significant disruptions in the learning environment for many post-secondary students. While emerging evidence suggest mental health has declined during the pandemic, little is known about how the pandemic has affected students academically. This study investigates how COVID-19 psychological distress impacts academic performance among a Canadian sample of post-secondary students (n = 496). Path analysis findings suggest that greater levels of COVID-19 distress was associated with lower self-reported predicted GPA. Metacognitive, motivational, and social and emotional challenges emerged as the most salient challenge areas that fully mediated the relationship between COVID-19 psychological distress and self-reported predicted GPA. Specifically, COVID-19 distress predicted greater levels of metacognitive and motivational challenges which, in turn, predicted lower self-reported GPA. Similarly, greater levels of COVID-19 distress predicted more social and emotional challenges but these challenges were associated to higher perceived GPA. Findings warrant future research to help students manage and cope with academic challenges that may be exacerbated under stressful conditions.
{"title":"Studying Under Stress: The Effect of COVID-19 Psychological Distress on Academic Challenges and Performance of Post-Secondary Students","authors":"Paweena Sukhawathanakul, Allyson Hadwin, Ramin Rostampour, Michelle Bahena Olivares, Kate Shostak","doi":"10.1177/15210251221104245","DOIUrl":"https://doi.org/10.1177/15210251221104245","url":null,"abstract":"The COVID-19 pandemic introduced significant disruptions in the learning environment for many post-secondary students. While emerging evidence suggest mental health has declined during the pandemic, little is known about how the pandemic has affected students academically. This study investigates how COVID-19 psychological distress impacts academic performance among a Canadian sample of post-secondary students (n = 496). Path analysis findings suggest that greater levels of COVID-19 distress was associated with lower self-reported predicted GPA. Metacognitive, motivational, and social and emotional challenges emerged as the most salient challenge areas that fully mediated the relationship between COVID-19 psychological distress and self-reported predicted GPA. Specifically, COVID-19 distress predicted greater levels of metacognitive and motivational challenges which, in turn, predicted lower self-reported GPA. Similarly, greater levels of COVID-19 distress predicted more social and emotional challenges but these challenges were associated to higher perceived GPA. Findings warrant future research to help students manage and cope with academic challenges that may be exacerbated under stressful conditions.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41997132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/15210251221100415
Mariya A. Yukhymenko-Lescroart
The current study considered the role of broad life orientations of university students on their academic engagement and burnout within the context of COVID-19 pandemic. Specifically, the purpose of this study was to examine whether life purpose orientations predicted student academic engagement and burnout directly and indirectly through disposition towards gratitude. University students completed questionnaires assessing academic engagement, burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation, mental exhaustion from schoolwork), life purpose orientations (others-growth, self-growth, career-focused), and disposition towards gratitude. Structural equation modeling showed that academic engagement and two dimensions of burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation) were negatively predicted by career-focused purpose orientation and by disposition towards gratitude. Additionally, reduced sense of schoolwork accomplishment was predicted indirectly by others-growth purpose orientation through disposition towards gratitude. Overall, findings highlight that broad life orientations may play salient roles in student academic success.
{"title":"Student Academic Engagement and Burnout Amidst COVID-19: The Role of Purpose Orientations and Disposition Towards Gratitude in Life","authors":"Mariya A. Yukhymenko-Lescroart","doi":"10.1177/15210251221100415","DOIUrl":"https://doi.org/10.1177/15210251221100415","url":null,"abstract":"The current study considered the role of broad life orientations of university students on their academic engagement and burnout within the context of COVID-19 pandemic. Specifically, the purpose of this study was to examine whether life purpose orientations predicted student academic engagement and burnout directly and indirectly through disposition towards gratitude. University students completed questionnaires assessing academic engagement, burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation, mental exhaustion from schoolwork), life purpose orientations (others-growth, self-growth, career-focused), and disposition towards gratitude. Structural equation modeling showed that academic engagement and two dimensions of burnout (reduced sense of schoolwork accomplishment, schoolwork devaluation) were negatively predicted by career-focused purpose orientation and by disposition towards gratitude. Additionally, reduced sense of schoolwork accomplishment was predicted indirectly by others-growth purpose orientation through disposition towards gratitude. Overall, findings highlight that broad life orientations may play salient roles in student academic success.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/15210251221098172
Rachel A. Smith, Vincent Tinto
Though higher education scholars have long known that undergraduate student engagement is associated with student persistence, they have yet to fully unravel its character and how it evolves over time. We argue that this is in part due to the individualistic, static ways engagement is measured even though scholars recognize it as a fundamentally relational concept. In our theoretical exploration, we draw on existing thinking about engagement in higher education and fit it to a social network paradigm that is well suited to conceptualizing and measuring relational, multidimensional, and dynamic phenomena such as student engagement. We conclude with suggestions for research and practice to further explore the longitudinal character of student engagement and how network analysis may be employed to explore the roles of engagement in persistence.
{"title":"Unraveling Student Engagement: Exploring its Relational and Longitudinal Character","authors":"Rachel A. Smith, Vincent Tinto","doi":"10.1177/15210251221098172","DOIUrl":"https://doi.org/10.1177/15210251221098172","url":null,"abstract":"Though higher education scholars have long known that undergraduate student engagement is associated with student persistence, they have yet to fully unravel its character and how it evolves over time. We argue that this is in part due to the individualistic, static ways engagement is measured even though scholars recognize it as a fundamentally relational concept. In our theoretical exploration, we draw on existing thinking about engagement in higher education and fit it to a social network paradigm that is well suited to conceptualizing and measuring relational, multidimensional, and dynamic phenomena such as student engagement. We conclude with suggestions for research and practice to further explore the longitudinal character of student engagement and how network analysis may be employed to explore the roles of engagement in persistence.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"65 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84412488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1177/15210251221093749
Cory C. Cowan, M. Brady, Jaime Arvizu, Amber Reece, Beth Weinman, Matthew Zivot
Regional comprehensive universities with access-oriented missions provide critical pathways for increasing the number and diversity of STEM graduates. The BOND program at California State University, Fresno supports the transition to college for first-time, full-time freshmen in selected STEM majors. BOND incorporates a learning community, active learning, and early course-based research experiences. Compared to comparison groups, students that participate in BOND are 1.93 times more likely to persist in STEM into their fourth year despite similar academic achievement in introductory STEM courses. A higher proportion of BOND students also engage with campus resources that support their first and second year on campus, which suggests that appropriate support builds persistence through the challenges of a STEM degree. This study highlights the importance of providing support strategies and resources in the first year for STEM retention, counter to the traditional narrative of “weeding out” students in their first year on campus.
{"title":"Cultivating not Weeding: STEM First Year Learning Community Fosters Student Persistence and Engagement","authors":"Cory C. Cowan, M. Brady, Jaime Arvizu, Amber Reece, Beth Weinman, Matthew Zivot","doi":"10.1177/15210251221093749","DOIUrl":"https://doi.org/10.1177/15210251221093749","url":null,"abstract":"Regional comprehensive universities with access-oriented missions provide critical pathways for increasing the number and diversity of STEM graduates. The BOND program at California State University, Fresno supports the transition to college for first-time, full-time freshmen in selected STEM majors. BOND incorporates a learning community, active learning, and early course-based research experiences. Compared to comparison groups, students that participate in BOND are 1.93 times more likely to persist in STEM into their fourth year despite similar academic achievement in introductory STEM courses. A higher proportion of BOND students also engage with campus resources that support their first and second year on campus, which suggests that appropriate support builds persistence through the challenges of a STEM degree. This study highlights the importance of providing support strategies and resources in the first year for STEM retention, counter to the traditional narrative of “weeding out” students in their first year on campus.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81294332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1177/15210251221093769
Kimberly Jones
{"title":"Book Review: Thriving in transitions: A research-based approach to college student success by Schreiner, L. A., Louis, M. C., & Nelson, D. D.","authors":"Kimberly Jones","doi":"10.1177/15210251221093769","DOIUrl":"https://doi.org/10.1177/15210251221093769","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"78 1","pages":"152102512210937"},"PeriodicalIF":1.5,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1177/15210251221093269
Virginia L. Byrne, Isaac Hollis
{"title":"Book Review: Supporting success for LGBTQ+ students: tools for inclusive campus practice by Kilgo, C. A.","authors":"Virginia L. Byrne, Isaac Hollis","doi":"10.1177/15210251221093269","DOIUrl":"https://doi.org/10.1177/15210251221093269","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"14 23 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80671142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1177/15210251221092709
Ida R. Salusky, Lidia Y Monjaras-Gaytan, Grevelin Ulerio, Nicola Forbes, George Perron, E. Raposa
First-generation college students (FGCS) experience high rates of attrition compared to continuing generation college students. FGCS frequently identify with several other historically marginalized identities on college campuses. The development of a sense of belonging on-campus is one of the main drivers of retention. The current study examines how sense of belonging on-campus develops during the first-year of college for different FGCS and how attitudes about on-campus relationships evolve over time. Thirteen participants were interviewed at three time points during their first year of college. Grounded theory analysis revealed four themes: 1) higher education provides a cultural learning environment; 2) multiple factors create challenges to relationship building; 3) extreme value differences create hard limits around friendships; and 4) within group friendships provide social and psychological value. Findings extend the current literature on the importance of social belonging for retention of diverse FGCS and highlight the importance of intersectionality in this work.
{"title":"The Formation and Role of Social Belonging in On-Campus Integration of Diverse First-Generation College Students","authors":"Ida R. Salusky, Lidia Y Monjaras-Gaytan, Grevelin Ulerio, Nicola Forbes, George Perron, E. Raposa","doi":"10.1177/15210251221092709","DOIUrl":"https://doi.org/10.1177/15210251221092709","url":null,"abstract":"First-generation college students (FGCS) experience high rates of attrition compared to continuing generation college students. FGCS frequently identify with several other historically marginalized identities on college campuses. The development of a sense of belonging on-campus is one of the main drivers of retention. The current study examines how sense of belonging on-campus develops during the first-year of college for different FGCS and how attitudes about on-campus relationships evolve over time. Thirteen participants were interviewed at three time points during their first year of college. Grounded theory analysis revealed four themes: 1) higher education provides a cultural learning environment; 2) multiple factors create challenges to relationship building; 3) extreme value differences create hard limits around friendships; and 4) within group friendships provide social and psychological value. Findings extend the current literature on the importance of social belonging for retention of diverse FGCS and highlight the importance of intersectionality in this work.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77179216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1177/15210251221094270
Q. Tran
{"title":"Book Review: Behind the diversity numbers – achieving racial equity on campus by Carson W. Byrd","authors":"Q. Tran","doi":"10.1177/15210251221094270","DOIUrl":"https://doi.org/10.1177/15210251221094270","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82536834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/15210251221093767
Caleb N. Zuiderveen
{"title":"Book Review: The Rowman & Littlefield guide to learning center administration: Leading peer tutoring programs in higher education by Sanford, D. R., & Steiner, M.","authors":"Caleb N. Zuiderveen","doi":"10.1177/15210251221093767","DOIUrl":"https://doi.org/10.1177/15210251221093767","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"116 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76434282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/15210251221093266
Myrah N. Wilson
{"title":"Book Review: The cost of inclusion: How student conformity leads to inequality on college campuses. by Silver, Blake, R.","authors":"Myrah N. Wilson","doi":"10.1177/15210251221093266","DOIUrl":"https://doi.org/10.1177/15210251221093266","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83690823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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